Framework of Actions for the Lifelong Development of Competencies and Qualifications - Latvia

Source: European Union

• Actions Taken at National Level
• Actions Taken at Sectoral Level
• Actions Taken at Company Level

In March 2002, the European social partners adopted a framework of actions for the lifelong development of competences and qualifications, as a contribution to the implementation of the Lisbon strategy.

Actions taken at national level

The national programme for lifelong learning in Latvia was adopted on 2 December 2004. This means that we are only at the beginning of this important process. Nevertheless the continuously changing labour market situation creates the need for acquiring new knowledge and skills, in order to remain competitive in the labour market; hence the increased importance of consultancy and professional development guidance services. Providing lifelong learning opportunities to persons with a low level of basic skills and education is particularly significant. In order to establish a single management system, the government has adopted a decision on restructuring schemes for decentralisation of vocational education and training establishments and bringing them under the control of the Ministry of Education and Science.

The development of lifelong learning systems in Latvia started in 1993 with establishment of the Latvian Adult Education Association. As of today, a network of adult education centres and coordination entities has been developed at the municipal level. As regards the development of lifelong learning, a strong positive impetus is provided by finalised and adopted legislative acts in general, vocational and higher education, and the well functioning Educational Law setting the basic principles for the educational system in Latvia. The overall development level of the network of educational and educational support institutions in Latvia is optimal. The Tripartite Council for Cooperation in Vocational Education and Vocational Education Cooperation Council have been established.

Actions taken at sectoral /regional level

However, due to the slow implementation of territorial and administrative reform in Latvia, planning and effecting regional development initiatives is complicated, creating considerable obstacles to the development of human resources.

The training, consultation and information activities aimed at adult farmers and inhabitants of rural areas are implemented by the Latvian Agricultural Advisory and Training Centre. Continuing adult education involves persons of different educational level and background (primary education, secondary education, vocational education, university level non agricultural education) by offering lifelong learning opportunities and participation in various programmes aimed at increasing the competitiveness of products and developing non-agricultural businesses.

The national programme “Developing and Implementing Lifelong Learning Strategy” was elaborated in the form of 6 simultaneous projects – one for each planning region. The above programme is aimed at establishing regional support systems and capacity-building for implementing and enhancing the lifelong learning strategy.

The process of establishing Tripartite Councils for Cooperation in Vocational Education has commenced in the regions of Latvia. Employers were involved in the development and assessment of occupational standards, methodological aids and guidelines for developing vocational education programmes were elaborated, consultancy services were rendered on developing vocational education programmes, the schemes and contents of centralised vocational qualification exams were worked out, the standard of professional development programmes for adult education teachers/ professors was approved.

One particular sector should be emphasised and it is banking sector. The Association of Commercial banks of Latvia has its own training centre. Training is aimed at increasing of qualifications and skills for bank sector employees at different levels.

Actions taken at company level

In general it can be observed that more and more employers understand that they will benefit more from skilled and trained employees. Employees probably have better chances to attend courses paid for (mainly) by the employer, and employees have higher motivation to participate in the courses/seminars. Nevertheless it is obvious that big enterprises have better opportunities to provide training for their workers than SMEs.

Results of the lifelong learning survey (2004-Latvia) reflect the following: 

• In general, lifelong learning in its different forms is fairly popular in Latvia. 
• Educational activities are still a priority of young people. However, survey data show that lifelong learning comprises various groups of working age population. 
• Non-formal learning at courses/seminars and informal learning (self- education) is more prevalent among women than men. However, men participate in longer-term education more often than women. 
• Participation in formal education and course/seminars is not equally accessible to the populations of all regions. 
• Access to formal and non-formal education at least partly depends on income. As a result, those people who most need education and training for improvement of their economically inactive population have different levels of access to education. Survey data emphasise the possibility of risk of social exclusion for job-seekers because this category reports lower participation in education. Populations with a low educational level participate less in formal and non-formal education. 
• In general, data show that Latvia still needs to work hard to implement the strategy of the Lifelong Memorandum.

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